ࡱ> q` bjbjqPqP 8::>~4~4~484r5lR55666666$hdQ;66;;66 @@@;66@;@@^a65 0S~4<9hy"0RP0I?0067X@J9^:666 @|666R;;;;##  Fourth Grade Mathematics First 9- Weeks 4.1 Number and Number Sense Strand: Whole Numbers __________Identify (orally and in writing) the place value for each digit in whole numbers expressed through the one millions place. __________Read whole numbers through the one millions place that are presented in standard format, and select the matching number in written format. __________Write whole numbers through the one millions place in standard format when the numbers are presented orally or in written format _________Identify and use the symbols for greater than, less than, and equal to. __________Compare two whole numbers through the one millions place, using symbols >, <, or =. __________Round whole numbers expressed through the one millions place o the nearest thousand, ten thousand, and hundred-thousand place. Number and Number Sense Strand: Decimal Review ____________Review decimal place value: tenths and hundredths, 4.5 Computation and Estimation Strand: Whole Numbers _____________Estimate whole-number sums and differences, using rounding, front-end strategies, and compatible number strategies. Describe the method of estimation used. _____________Refine estimates by adjusting the final amount using terms such as closer to, between, and a little more than. 4.6 Computation and Estimation Strand: Whole Numbers _____________Determine the sum or difference of two whole numbers, each 999,999 or less, in vertical form with or without regrouping. _____________Determine the sum or difference of two whole numbers, each 999,999 or less, in horizontal form with or without regrouping. _____________Find the sum or difference of two whole numbers, each 999,999 or less, using paper and pencil. _____________Find the sum or difference of two whole numbers,each 999,999 or less, using a calculator. 4.21 Patterns, Function, and Algebra Strand: ...numerical patterns... ____________Describe geometric and numerical patterns, using tables, symbols, or words. _____________Create geometric and numerical patterns, using concrete materials, number lines, tables, and words. _____________Extend geometric and numerical patterns,using concrete materials, number lines, tables, and words. 4.22 Patterns, Function, and Algebra Strand: Algebra _____________Write number sentences to represent equivalent mathematical relationships, 4 + 3 = 3 + 4, 15 + (35 + 16) = (15 + 35) + 16. 4.20 Probability and Statistics Strand: Bar and Line Graphs _____________Collect data, using, for example, observations, measurement, surveys, scientific experiments, polls, or questionnaires. _____________Organize data into a chart or table. _____________Construct and display data in bar graphs, _____________Construct and display data in line graphs, _____________Title the given graph or identify the title in a given graph and label the axes. _____________Analyze information from simple line and bar graphs by describing the characteristics of the data and the data as a whole _____________Interpret the data to answer the question posed, and compare the answer to the prediction _____________Write at least one sentence to describe the analysis and interpretation of the data, identifying parts of the data that have special characteristics, including categories with the greatest, the least, or the same. _____________Select from among four choices a correct analysis of the data presented in a bar or line graph. Benchmark Test #1 Fourth Grade Mathematics Second 9- Weeks 4.7 Computation and Estimation Strand: Multiplication of Whole Numbers _________________Estimate the products of two whole numbers when one factor has two digits or fewer and the other factor has three digits or fewer. _________________Find the product of two whole numbers when one factor has two digits or fewer and the other factor has three digits or fewer, using paper and pencil and calculators. 4.8 Computation and Estimation Strand: Division of Whole Numbers _________________Estimate the quotient of two whole numbers, given a one-digit divisor and a two- or three-digit dividend. _________________Find the quotient of two whole numbers, given a one-digit divisor and a two- or three-digit dividend. 4.21 Patterns, Function, and Algebra Strand: ...numerical patterns... _________________Describe geometric and numerical patterns, using tables, symbols, or words. _________________Create geometric and numerical patterns, using concrete materials, number lines, tables, and words. _________________Extend geometric and numerical patterns, using concrete materials, number lines, tables, and words. 4.22 Patterns, Function, and Algebra Strand: Algebra _____________Recognize that the equals sign (=) relates equivalent quantities. _____________Write number sentences to represent equivalent mathematical relationships, _____________Identify number sentences that show appropriate use of the equals sign. Benchmark Test #2 Fourth Grade Mathematics Third 9- Weeks 4.14 Geometry Strand: _____________Differentiate among a point, line, line segment, and ray by using the definitions to compare. _____________Investigate and describe the relationships between and among points, lines, line segments, and rays. 4.15 Geometry Strand: Harcourt Text Resource Unit 6, Chapter 17, Lessons 1-3* _________ Identify points, lines, line segments, rays, and angles, using their definitions. __________Draw representations of lines, line segments, rays, and angles, using a straightedge, ruler, or angle ruler. _________Describe the path of shortest points distance between two points on a flat surface. 4.16 Geometry Strand: _____________Identify lines that are parallel, intersecting, or perpendicular lines. 4.17 Geometry Strand: _________Identify and describe the properties of squares, rectangles, triangles, parallelograms, rhombi, and circles. _________Identify and describe the properties of spheres, cubes, and rectangular solids (prisms). 4.17a Analyze and compare the properties of _______circles and spheres; _______squares and cubes; and _______rectangles and rectangular solids (prisms). _________Identify congruent and noncongruent figures. _________Recognize the congruence of plane figures resulting from geometric transformations such as translation, reflection, and rotation. 4.21 Patterns, Function, and Algebra Strand: ...geometric patterns. _____________Describe geometric and numerical patterns, using tables, symbols, or words. _____________Create geometric and numerical patterns, using concrete materials, number lines, tables, and words. _____________Extend geometric and numerical patterns, using concrete materials, number lines, tables, and words. 4.18 Geometry Strand: _____________Identify the ordered pair for a point in the first quadrant of a coordinate plane, given the coordinates (x, y). _____________Locate points in the first quadrant on a coordinate grid, given the coordinates (x, y). 4.2 Number and Number Sense Strand: Fractions: 4.2a_________ Identify, model, and compare fractions and mixed numbers through twelfths, using _______region/area models (e.g., fraction circles, pattern blocks, geoboards, color tiles, graph paper); _______set models (e.g., two-sided counters, chips); and _______measurement models (e.g., Cuisenaire rods, unifix cubes, fraction strips, number lines). 4.2b_________Identify and represent equivalent fractions through twelfths, using region/area models, set models, and measurement models. 4.3 Number and Number Sense Strand: Fractions _____________Compare two fractions having denominators of 12 or less, using manipulative models and drawings, such as _______region/area models (e.g., fraction circles, pattern blocks, geoboards, color tiles, graph paper, and drawings); _______set models (e.g., two-sided counters, chips, drawings); and _______measurement models _____________Compare two fractions with like denominators by comparing numerators (e.g., [!<\!). _____________Compare two fractions having unlike denominators of 12 or less by comparing the fractions to common benchmarks (e.g., or 1) to determine their relationship or by finding a common denominator. _____________Use the symbols >, <, and = to compare the numerical value of two fractions having denominators of 12 or less. 4.9 Computation and Estimation Strand: Adding and Subtracting Fractions _________Add and subtract with fractions having like denominators of 12 or less, using concrete materials, pictorial representations, and paper and pencil. 4.9a _________Add and subtract with fractions having unlike denominators of 12 or less, using concrete materials pictorial representations and paper and pencil. 4.9c _________Solve problems that involve adding and subtracting with fractions having like and unlike denominators of 12 or less. 4.19 Probability Strand: _____________Model and determine all possible outcomes of a given simple event where there are no more than 12 possible outcomes, using a variety of manipulatives (coins, number cubes, and spinners). _____________Conduct experiments to determine the probability of an event occurring for a given number of trials (no more than 12 trials), using manipulatives (e.g., the number of times heads occurs when flipping a coin 10 times; _____________Write the probability of a given simple event as a fraction, where the total number of possible outcomes is 12 or fewer. _____________Identify the likelihood of an event occurring and relate it to its fractional representation (e.g., impossible/0; equally likely/; certain/1). Benchmark Test #3 Fourth Grade Mathematics Fourth 9- Weeks 4.10 Measurement Strand: Measuring Weight 4.10a _______________Determine an appropriate unit of measure ounce or pound - to use when measuring everyday objects. 4.10a _______________Measure objects in ounces, and pounds to the nearest appropriate measure, using a variety of measuring instruments. 4.10b _______________Identify equivalent measurements - ounces and pounds. 4.11 Measurement Strand: Measuring Length 4.11a _______________Determine an appropriate unit of measure (e.g., inch, foot, yard) to use when measuring everyday objects. 4.11a _______________Estimate the length of everyday objects (e.g., books, windows, tables). 4.11a _______________Measure the lengths of objects, measuring to the nearest inch ( EQ ,,[!), foot, or yard, and record the length including the appropriate unit of measure (e.g., 24 inches). 4.11a _______________Compare estimates of the length of objects with the actual measurement of the length of objects. 4.11b _______________Identify equivalent measurements between units within the U.S. Customary system (inches and feet; feet and yards; inches and yards). 4.12 Measurement Strand: Measuring Liquid Volume (Capacity) 4.12a ______________Determine an appropriate unit of measure (cups, pints, quarts, gallons) to use when measuring liquid volume. 4.12a ______________Estimate the liquid volume of containers to the nearest cup, pint, or gallon. 4.12a ______________Measure the liquid volume of everyday objects, including cups, pints, quarts, gallons, and record the volume including the appropriate unit of measure (e.g., 24 gallons). 4.12b ______________Identify equivalent measures of volume between cups, pints, quarts, and gallons. 4.10 Measurement Strand: Measuring Mass 4.10a ________________Determine an appropriate unit of measure - gram, kilogram- to use when measuring everyday objects in metric units. 4.10a ________________Measure objects in metric units - gram, or kilogram- to the nearest appropriate measure, using a variety of measuring instruments. 4.10a _______________Record the mass of an object including the appropriate unit of measure (e.g., 24 grams). 4.10b _______________Identify equivalent measurements grams and kilograms. 4.10c Measurement Strand: Conversion Benchmarks _____Estimate conversions between U.S. Customary and metric units, using ballpark comparisons, such as __________1 ounce is about 28 grams (a slice of bread weighs about 1 ounce) __________1 nickel has the mass of about 5 grams __________1 kilogram is a little more than 2 pounds (a textbook has a mass of about 1 kilogram) 4.11 Measurement Strand: Measuring Length __________Determine an appropriate unit of measure (e.g., millimeter, centimeter, and meter) to use when measuring everyday objects in. __________Estimate the length of everyday objects (e.g., books, windows, tables). __________Measure the lengths of objects, measuring to the nearest millimeter, centimeter, or meter, and record the length including the appropriate unit of measure (e.g., 24 centimeters). _____________Compare estimates of the length of objects with the actual measurement of the length of objects. _____________Identify equivalent measures of between units within the metric system (millimeters and centimeters; centimeters and meters; and millimeters and meters) 4.11c Measurement Strand: Conversion Benchmarks Estimate conversions between the U.S. Customary and metric units, using ballpark comparisons, such as ____1 inch is about 2.5 centimeters (the diameter of a quarter is about 1 inch) ____1 meter is a little longer than 1 yard (a doorway is about a yard in width) ____1 mile is slightly farther than 1.5 kilometers; and 1 kilometer is slightly farther than half a mile. 4.12 Measurement Strand: Measuring Liquid Volume (Capacity) __________Determine an appropriate unit of measure (milliliters, or liters) to use when measuring. Li __________Estimate the liquid volume of containers to the nearest milliliter, or liter. _________Measure the liquid volume of everyday objects, including milliliters, and liters, and record the volume including the appropriate unit of measure (e.g., 2 liters). _________Identify equivalent measures of volume between milliliters and liters. 4.12c Measurement Strand: Conversion Benchmarks _____________Estimate conversion between U.S. Customary and metric units, using ballpark comparisons, such as 1 quart is a little less than 1 liter, and 1 liter is a little more than 1 quart. 4.2c Number and Number Sense Strand: Fractions and Decimals _____________Represent fractions for halves, fourths, fifths, and tenths as decimals through thousandths, using concrete objects (e.g., demonstrate the relationship between the fraction and its decimal equivalent 0.25). _____________Relate fractions to decimals, using concrete objects (e.g., 10-by-10 grids, meter sticks, number lines, decimal squares, money [coins]). 4.9b Computation and Estimation Strand: Adding and Subtracting Decimals _____________Add and subtract with decimals through thousandths, using concrete materials, pictorial representations, and paper and pencil. _____________Solve problems that involve adding and subtracting with decimals through thousandths. 4.13 Measurement Strand: Perimeter and Area ____________Identify and describe situations where the perimeter of an object should be found ____________Identify and describe situations in which the area should be found ____________Measure the perimeter of an object, using nonstandard units of measure ____________Measure the perimeter of concrete objects in both metric and U.S. Customary units of measure to the nearest inch, foot, yard, millimeter, centimeter, or meter. ____________Determine the perimeter of an object or pictorial representation of an object and label it with the appropriate standard or nonstandard unit of measure. 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